Field Trip Assignment

Field Trip Assignment

Instrutions

The most efficient and effective way of making a change in your life is making or having a major structural change. (Move to a different part of the country, learn a new language, get married, have a child, etc.) We have a simpler activity.

Directions 

1. Take a trip to a place you have never been before or visited a long time ago. You can also take a virtual trip on the Google Earth, visit a part of town you have never been before; an art museum, another city or small town, tour local industry…you decide.

St. Petersburg

City in Russia

St. Petersburg (Russian, Санкт-Петербург About this sound / sankt pʲɪtʲɪrburk / (? · I), Sankt-Peterburg) is the second most populous city in Russia with 5,026,000 inhabitants (2013) and a metropolitan area of ​​5 , 85 million. It is located in the Region of Leningrad, name that shared with the city during the Soviet time (1924-1991). The other names of the city were Petrograd (in Russian, Петроград, Petrograd, from August 31, 1914 until January 24, 1924) and Leningrad (in Russian, Ленинград, Leningrad, after Lenin's death on 24 January 1924 through September 6, 1991).
It was founded by Tsar Peter the Great on May 27, 1703 with the intention of making it the "Russian window into the Western world." 2 From then on it became the capital of the Russian Empire for more than two hundred years. When the Russian Revolution broke out, the city was the center of the rebellion. In March 1918 the capital was transferred to Moscow. In January 1924, after the Bolshevik victory, the creation of the Soviet Union (1922) and the death of Lenin (1924), St. Petersburg changed its name to Leningrad, in honor of the Lenin communist leader. During World War II, the 29-month site of Leningrad took place, in which the Germans constantly bombarded the city and blocked it so that it could not be supplied. After the defeat of Germany in 1945, the city was named Heroic City by the Soviet authorities. When the USSR disappears with the collapse of communism, the city was renamed St. Petersburg and has become an important economic and political center of present-day Russia.
St. Petersburg is now the second largest city in the Russian Federation and one of the largest in Europe. The center of the city and other monuments of its surroundings have been considered a World Heritage Site by UNESCO since 1990.3 St. Petersburg is also the seat of the Constitutional Court of Russia.

St. Petersburg is home to more than 200 museums, many of them housed in historic buildings. The largest of the museums is the Hermitage Museum, with interiors of the former imperial residence and a vast collection of art. The Russian Museum is a large museum dedicated to Russian art in particular. Alexander Pushkin, Fyodor Dostoyevsky, Nikolai Rimsky-Korsakov, Feodor Chaliapin, Alexander Blok, Vladimir Nabokov, Anna Ajmatava, Mikhail Zoshchenko or Joseph Brodsky, as well as some sets of palaces and parks have also become public museums. Of the southern suburbs and remarkable architectural monuments, such as St. Isaac's Cathedral.


The Kunstkamera, with its collection created in 1714 by Peter the Great of curiosities from around the world, is considered as the first museum of Russia, which is currently the Museum of Anthropology and Ethnography Peter the Great. The Museum of Ethnography of Russia, which has been separated from the Russian Museum, is dedicated to the cultures of the peoples of Russia, the former Soviet Union and the Russian Empire.

Other notable museums include the Central Naval Museum, housed in the former stock exchange building, and the Zoological Museum, Railway Museum, Leningrad Site Museum, Erarta Museum of Contemporary Art, the largest non-governmental museum organization Of contemporary art in Russia, St. Petersburg History Museum in the fortress of St. Peter and St. Paul and the Artillery Museum, which in fact includes not only the artillery elements, but also a huge collection of other military equipment, uniforms and Decorations

St. Petersburg

5-day St. Petersburg tour program

Variant 1 5 day tour -> 5 day tour in St. Petersburg

Day 1: panoramica + cathedrals, churches + metro

9 30 meeting at the hotel

9 30 - 15 00 cityscape (of course with photo stops) with visits included in its emblenmaticos places - the fortress of San Pedro and San Pablo and its cathedral (Panteon of the Russian emperors), Blood Church Spilled, Cathedral San Isaak (these churches have no cult, they are museums), the Cathedral of Our Lady of Kazan (has worship), Church of St. Nicholas of the sea (has worship), METRO

Approx 15 30 return to the hotel

Day 2: Hermitage + Jewelery, walk along the canals and the Neva river
10 00 meeting at the hotel
10 30 - 14 30 excursion to the Hermitage (panoramic tour - visit the most luxurious rooms of the main residence of the Russian Tsars (Palace of Inviernno) and see the most famous works of the art gallery also distributed in the palatial rooms of the others Three palaces that form the museum of Hermitage) + Set of Jewels
15 00 - 16 00 pause to eat at your account or lunch included
16 30 - 17 30 ride in the little boat rented by the canals and the river Neva
Approx 18 00 return to the hotel

Day 3: summer residences of Catherine II in Pushkin and Paul I in Pavlovsk
9:00 am meeting at the hotel and departure to Catalina's residence in Pushkin
10 00 - 12 00 visit to the Palace of Catalina II (with Ambar room) and gardens
Transfer to Paul's residence in Pavlovsk (it is located about 10 km so we always combine these two visits)
12 30 - 14 30 visit to the Palace of Pablo I
If you wish, lunch in the famous restaurant Podvorie of traditional Russian cuisine located in Pavlovsk
back to the hotel

Day 4: summer residences of Peter I and Nicolas I in Petergoff
8 45 departure to the residence of Peter I in Petergoff
10 00 - 14 00 visit the Grande Palace of Pedro I, parks with fountains and the Private Palace of Nicolas I called Cottedge (if you want you can eat something fast in a cafeteria in the park, not included, to your account)
Approx 15 30 return to the hotel
NOTE If you wish, the program of this day can be completed by the excursion to Kronstadt, fortress city on the island of Kotlin, former naval base of the Russian navy, there is the famous Naval Cathedral
Or for the excursion to the residence of Catherine II and Peter III in Oranienbaum (CCЫЛКА) with the Grand Palace and / or Chinese Palace

Day 5: Palace of Princes Yusupov + Russian Museum
10 00 meeting at the hotel
11 00 - 13 00 visit to the Palace of the princes Yusupov
13 30 - 14 30 pause to eat at your account or lunch included
15 00 - 17 00 Russian Museum (national art - icons, paintings etc, is located in former palace of Grand Prince Miguel)
Aprox 17 30 return to the hotel

2. Illustrate at least one concept from each module: these illustrations can be in the form of a few pages in a journal, a photo journal, a series of poetry, a proposal for a project that you might want to do after the class is over.

Break the routine. Taking small steps keeps the brain in shape. Without fear of the unknown, he travels easily from curiosity to amazement. There are areas of comfort, stress and tension. The new paths are neural branches, like trees that transport the energy. Training intelligence is to move the switch from automatic to manual. Combine floating attention with targeting.

  Observing produces its effects, the reality is the same, what changes is the vision. The creative look captures what the conventional look does not see, even if the subject is the same. The observation is not innocent, if it is positive it generates endorphins, well-being neurotransmitters and high performance. Negative perceptions get sick.
The word is the complement of the image: reading teaches to look. The logical perception of the left hemisphere broadens the sensation, it gives the stimuli their meaning.

Observing produces its effects, the reality is the same, what changes is the vision. The creative look captures what the conventional look does not see, even if the subject is the same. The observation is not innocent, if it is positive it generates endorphins, well-being neurotransmitters and high performance. Negative perceptions get sick.

The word is the complement of the image: reading teaches to look. The logical perception of the left hemisphere broadens the sensation, it gives the stimuli their meaning.

Example 

Innovation and IFF- Helps me to live more 

effectively in the present.

Creative Diversity: I tolerate diversity and need to discover concrete ways of celebrating differences others have.

I look with great admiration at the diversity, I approach, I love and I listen. I ask for your thoughts.

CENTER: I need to clarify the changes in my deepest values now compared to when I was young.

Unlearn to learn the new explosion of a new world in concepts, reasons, work and empathy.

Entrepreneurship/Value creation: I need to work on prioritizing your wants and resources, especially what I have inside and what do I need to get from others.

They are around me are tools of understanding, ideals, perspectives, risks.

Change: I intend to get a first draft photo journal book done on Change during the next three months

I have been writing down the changes for many months, and they are positive

The development of a digital field Travel 

allocation

Tarea:

Develop a virtual trip. It should include a title slide, a slide indicating your travel goals (what Hopes that Learn from it), then virtual trip 6-10 slides, with descriptions on each slide so that the viewer can view independently. You can use either PowerPoint or inspiration for your field trip. The trip should include some links to websites, appropriate to the theme and the age of your audience, and include some digital images taken by you. You can include sound and / or video files, if desired, but these are not necessary.

Steps:

Task Steps

1 Identify the goals of your trip / guide - what you want students to be able to do as a result of taking the visualization of your route. (For example, as a result of taking a digital field trip from the Bagley area of ​​nature, students will be able to (a) identify the types of rocks found in the pond (b) explain the origins of the rocks and how they came to Being in Bagley)

2 Identify the audience and the context in which they would be using the tour (eg, high school age students who will view this as a center as part of a self-learning geology learning unit).

3 Decide on the program you will use to create your trip (eg PowerPoint, Word, Inspiration). Take into consideration students' needs, their own skills, and how the program features make the program an appropriate tool for achieving their goals. The program should be an effective tool to display the images and so you can provide the necessary text, hyperlinks and other features that are required for your tour.

4 Create the route using the program you have selected, the incorporation of images, text and other relevant and applicable features to the task (for example, links to the Internet or other programs, music, narration).

Means

(Courtesy of Terrie Shannon)

A panoramic picture of the United Nations Security Council Chamber: 

http://www.un.org/Pubs/CyberSchoolBus/untour/subsec.htm

Campus Virtual Tours: http://www.campustours.com/

Read about The development of virtual tours in:

http://www.field-trips.org/trips.htm     

Select one of the field outputs from the list and go on that virtual trip.
Take a look at the Iditarod as an example of a virtual field output
: http://www.tramline.com/trips.htm
Visit a cave in France, Chauvet-Pont-d'Arc
http://www.culture.gouv.fr/culture/arcnat/chauvet/en/index.html
Minnesota Science Museum: Maya Adventure http://www.sci.mus.mn.us/sln/ma/
 World Volcano:
 http://volcano.und.nodak.edu/vwdocs/volc_images/sorted_by_country.html
Smithsonian underwater photography examples of Belize
http://photo2.si.edu/uw/uwch.html
Museum Field virtual tour of Chicago: Sue, the largest, most complete Tyrannosaurus Rex: http://www.fieldmuseum.org/sue/about.asp
http://sesd.sk.ca/teacherresource/virtualtour/virtualtours.htm
http://www.virtualinsectary.com/
http://home.usit.net/~info7/plants.html

http://www.nmai.si.edu/subpage.cfm?subpage=exhibitions&second=online
http://www.msichicago.org/exhibit/coal_mine/coalhome.html
http://honolulu.hawaii.edu/dinos/dinos.2.html
http://www.louvre.fr/
http://www.education-world.com/a_curr/curr057.shtml 
(A good list of sites)A list of many museums on the net - science, art, history, natural history, cultural, etc.
 .: http://curry.edschool.virginia.edu/it/projects/Museums/Teacher_Guide/Hotlist/home.html 
http://www.whitehouse.gov/kids/tours/ 
http://froguts.com/flash_content/index.html

As you plan your next field trip, remember to make curriculum connections, plan for students to be involved in active data collecting; introduce students to the purposes and objectives of the trip; make advance preparations for permissions, transportation, meal and/or beverages, and chaperons; plan for field trip followup once students are back in the classroom; and have a Plan B for the day in case of rain or cancellation. Make arrangements for photographs and/or videotaping, collect student-centered resources and reference materials, and check the Internet for related web sites. Most of all, remember to make your field trip a memorable learning experience!
Notes
1. David Berliner, ìThe Field Trip: Frill or Essential?î Instructor 94, no. 9 (1983): 14-15.
2. Roberta McKay, ìChildrenís Construction of Meaning in a Thematic Unit.î Doctoral Dissertation, University of Alberta, Edmonton (1990).
3. National Council for the Social Studies, Expectations of Excellence: Curriculum Standards for Social Studies (Washington, DC: NCSS, 1994).
4. ìIdentify Community Helpers,î Curriculum Review 37, no. 5 (January 1998): 10.
5. Andrew V. Beale and Donna G. Nugent, ìThe Pizza Connection: Enhancing Career Awareness,î Elementary School Guidance and Counseling 30, no. 4 (1996): 294-304.
6. Linda Feldmann, ìA Preschool Visits a Shelter,î Christian Science Monitor 89, no. 67 (1997): 13.
7. ìCareers Exploration Project Brings Moms to Class, or the Class to Them,î Curriculum Review 32, no. 9 (1993): 15.
8. Janet Alleman and Jere Brophy, Social Studies Excursions, K-3: Powerful Units on Food, Clothing, and Shelter (Portsmouth, NH: Heinemann, 2001): 125-129.
9. Jesus Garcia and John U. Michaelis, Social Studies for Children: A Guide to Basic Instruction, 12th ed. (Needham Heights, MA: Allyn & Bacon, 2001): 68, 288;
10. Howard Gardner, ìReflections on Multiple Intelligences: Myths and Messages,î Phi Delta Kapan 77 (1995): 200-203, 206-209.

Suggested Readings
Bischoff, Henry. ìA Walking Tour of an Ethnic Neighborhood: Communities as Outdoor Classrooms for Teaching Immigration History,î Social Studies 76, no. 5 (1987): 202-205.
Clark, Penney. ìBringing the Outside In: Using Community Resources to Teach Social Studies,î In R. Case and P. Clark, eds., The Canadian Anthology of Social Studies: Issues and Strategies for Teachers. Vancouver, BC: Vancouver: Pacific Educational Press, 1999, 377-388.
Cox, III, Charles C. ìThe Field Trip as a Positive Learning Experience for the Learning Disabled,î Social Education 57, no 2 (1993): 92-94.
M. Gail Hickey is a professor of education at Indiana University-Purdue University Fort Wayne.

Figure 1. Linking Social Studies Strands to Themes for a Field Trip.

Curricular Strand	Field Trip Theme
Culture	Cultural traditions, folkways, and belief systems
Time, Continuity, and Change	Historical sites, landmarks, and how they got there
People, Places, and Environments	Landforms, human interaction with the environment
Individual Development and Identity	Changes in laws and customs over time
Individuals, Groups, and Institutions	Community leaders and neighborhoods
Power, Authority, and Governance	Government agencies and officials
Production, Distribution, and Consumption	Consumer institutions, business, and industry
Science, Technology, and Society	Transportation, tools for communication
Global Connections	Environmental concerns, interdependence
Civic Ideals and Practices	Citizen involvement in public issues